Sequência Fedathi e aprendizagem cooperativa no ensino de matemática: reflexões metodológicas sobre a postura docente

Abstract

The present research approaches the Fedathi Sequence and Cooperative Learning as theoretical-methodological-formative proposals for the teaching of Mathematics in high school, based on an analysis of the teacher's posture in the Mathematics class as the main object of this research. The Fedathi Sequence stands out as a methodology of teacher training, which considers preliminary, theoretical analysis and environmental analysis, and presents 4 phases: positioning, maturation, solution and proof. The Cooperative Learning is configured as a methodology based on five elements: positive interdependence, individual responsibility, promoter interaction, social skills and group processing. The objective of this study is to present the Fedathi Sequence and Cooperative Learning methodologies based on the analysis of a teacher education, in order to discuss their contributions in/to the teaching of Mathematics. For the theoretical and methodological foundation, this research is based on the ideas of Borges Neto (2013, 2017), Santos (2007), Sousa (2005, 2013, 2015), Pinheiro (2016), and Johnson, Johnson and Smith 1991), Johnson, Johnson and Holubec (1993, 1998), Lopes e Silva (2009). The research has as a locus of its practice a state school of regular education, of the municipality of Caucaia-Ceará, and for data analysis used the presuppositions of the qualitative research, through formative instruments to be detailed in the research. For data collection, it was necessary: a) studies for theoretical deepening; b) observation of the teacher in the classroom; c) preparation of the training proposal; d) teacher training based on the proposed methodologies; e) observation of the teacher's posture after training, f) collection, categorization and analysis of the data obtained in the training and observation (ongoing). The results analyzed indicate the contributions of the two methodologies used to Teach Mathematics. It is considered that this research was relevant in relation to the training proposal from the joint use of the Fedathi Sequence and Cooperative Learning methodologies, having as consequences the behavior of a reflective mathematics teacher, mediator and encourager of his students, in order for them to learn from research and cooperativity.